Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-02-21T14:23:38Z No. of bitstreams: 1 2016 - Glaucia da Silva Batista de Oliveira.pdf: 3840888 bytes, checksum: a5b4cab29d70206c8c9b2b373cd5b026 (MD5) / Made available in DSpace on 2017-02-21T14:23:38Z (GMT). No. of bitstreams: 1 2016 - Glaucia da Silva Batista de Oliveira.pdf: 3840888 bytes, checksum: a5b4cab29d70206c8c9b2b373cd5b026 (MD5) Previous issue date: 2016-03-31 / This study was conducted in CAIC Paulo Dacorso Filho School, located in Serop?dica - RJ through semi structured interviews and semi-open questionnaires to analyze the Environmental Education Approachs in the pedagogical practices of the school, taking interdisciplinarity into consideration. We interviewed 11 students, six teachers and the school principals. The main topics discussed were: CAIC Paulo Dacorso Filho Historical context; Environmental Education: contributions and challenges; Historical context of Environmental Education in Brazil; Environmental Education into transversal projects; Environmental Education for a sustainable; world in the school context; the development of environmental education through the school curriculum; environmental education and teacher training . The subjects were selected by their relation to the object of study. The main objective was to investigate how the approach proposed by the Environmental Education legal documents, especially the NCS, occurs in the CAIC pedagogicals practices. It can be concluded that even in an unstructured way, environmental education is a school life theme, especially in occasional events focused on this theme. It is important to note that Environmental Education Approach is predicted in the school's PPP, implemented since 1993, and incorporating the principles set forth by Law No. 9795/99. / O presente estudo foi realizado no Centro de Aten??o Integral ? Crian?a e ao adolescente ? CAIC Paulo Dacorso Filho em Serop?dica?RJ por meio de entrevistas semi estruturadas e question?rios semi-abertos para analisar a abordagem da Educa??o Ambiental na pr?tica pedag?gica da Escola, levando em considera??o a interdisciplinaridade. Foram entrevistados 11 alunos, 6 professores e a dire??o da escola. Os principais temas abordados foram: o hist?rico do centro de aten??o integral ? crian?a e ao adolescente; educa??o ambiental: contribui??es e desafios; contexto hist?rico da educa??o ambiental no Brasil; educa??o ambiental nos projetos transversais; a educa??o para um mundo sustent?vel; educa??o ambiental no contexto escolar; o desenvolvimento da educa??o ambiental atrav?s do curr?culo escolar; educa??o ambiental e a forma??o docente. Os temas foram selecionados por sua rela??o com o objeto de estudo. O principal objetivo foi o de investigar como a abordagem da EA proposta pelos documentos legais, em especial os PCN, ocorrem na pr?tica Pedag?gica do CAIC. Pode-se concluir que, mesmo de forma pouco estruturada, a Educa??o Ambiental ? um tema presente no cotidiano escolar, especialmente em ocasi?es de eventos voltados para esse tema. ? importante destacar que a abordagem da Educa??o ambiental est? prevista em seu PPP desde a implanta??o da escola, em 1993, incorporando assim os princ?pios apresentados pela Lei n? 9795/99.

The research study investigated the history of the curriculum standards movement in the Commonwealth of Virginia in the context of the national standards movement in order to explain how and why the Commonwealth of Virginia arrived at the decision not to adopt the Common Core State Standards based on descriptive evidence. The study utilized a qualitative methodology with a two-phase data collection process. First, documents from the Virginia Board of Education and the Virginia Department of Education were collected and analyzed using the constant comparative method (Maykut and Morehouse, 1994). Second, data were collected from major figures in the history of Virginia public education over the last 20 years, including former Superintendents of Public Instruction, through in-person interviews. Data from the interviews were analyzed using the constant comparative method (Maykut and Morehouse, 1994). An interview protocol was developed, tested for content validity, and piloted prior to conducting the interviews. Categories that emerged from the data analysis for both research questions were identified and descriptive evidence was presented related to both research questions. Three major conclusions from the study were identified and discussed that appeared to influence Virginia's decision not to participate in the Common Core State Standards: the Virginia Standards of Learning are an institutionalized system; the Virginia Standards of Learning had bipartisan political support; and confidence in the Standards of Learning outweighed confidence in the Common Core State Standards. / Ed. D.

Made available in DSpace on 2017-07-21T20:31:21Z (GMT). No. of bitstreams: 1 Andrea Mulle Mariano.pdf: 1078642 bytes, checksum: 7a4c8e934bf5f15238a8ad5a7f945f64 (MD5) Previous issue date: 2015-02-24 / This study aims to analyze the conception of vocational education in the National Curriculum Guidelines for the Middle Level Technical Vocational Education in order to understand how is the relationship between capital and labor and its implications for the formulation of the mentioned document. In this sense, the theoretical framework that guides this research lies within the dialectical and historical materialism, constituting a bibliographic and documentary research, carried through the analysis of the (new) National Curriculum Guidelines for the Middle Level Technical Vocational Education (CNE/CEB No. 06/2012 and CNE/CEB No. 11/2012). The labor category is taken as central discussion, as well as its senses and configurations considering its relations with education, under the dictates of capital, drawing from Marx (2011), Marx and Engels (2007), Lukács (2012), Netto and Braz (2010), Saviani (1989, 2007). In addition, we sought to address, drawing from Mészáros (2008, 2011a, 2011b), the ‘Capital, Labor and State’ tripod as essential category for understanding the study object of this research. Thus, grounded among others in Frigotto (2009, 2010a, 2010b, 2012a, 2012b), Kuenzer (2002, 2008, 2011), Ramos (2010, 2011a, 2012), Ciavatta and Ramos (2012); this research sought to raise determining factors in the education of the worker resulting from the changes caused by the industrial restructuring and flexible accumulation, explaining the implications for the Vocational Education from the 1990s. In this investigative journey, the examination of the conceptual basis and categories highlighted in CNE/CEB No. 11/2012 and CNE/CEB No. 06/2012 took place from the analyzes of Moura (2013) and Saviani (1989 2003), among others, as well as the survey of how these documents are located in the context of relations between capital and labor and to what extent the documents gave legitimacy to polytechnic education and pointed conditions for its development. From these analyzes, we identified improvements, setbacks and also continuities in the new guidelines with respect to previous guidelines. Current guidelines harbor contradictions that, from the point of view of an education project, weaken the idea of integral human education and, in this sense, the possibility of education processes guided by polytechnic. From this perspective, and agreeing with the authors that supported this research, the main challenge ahead certainly lies in Integrating Secondary School and Vocational Education, in its implementation as a right and its effectiveness considering an education project aligned with the polytechnic perspective. Thus, this research carries the intention of adding contributions in this complex and contradictory field. / Este estudo tem como finalidade analisar a concepção de educação profissional presente nas Diretrizes Curriculares Nacionais para a Educação Profissional Técnica de Nível Médio de forma a compreender como se dá a relação entre capital e trabalho e suas implicações na formulação do referido documento. Nesse sentido, a concepção teórica que orienta esse trabalho sustenta-se no materialismo histórico e dialético, constituindo-se em uma pesquisa de cunho bibliográfico e documental, efetivada por meio da análise das Diretrizes Curriculares Nacionais para a Educação Profissional Técnica de Nível Médio (Resolução CNE/CEB nº 06/2012 e o Parecer CNE/CEB nº 11/2012). A categoria trabalho é tomada como discussão central, bem como seus sentidos e suas configurações, tendo em vista suas relações, sob os ditames do capital, com a educação, com base em Marx (2011), Marx e Engels (2007), Lukács (2012), Netto e Braz (2010), Saviani (1989, 2007). Além disso, buscou-se tratar, com base em Mészáros (2008, 2011a, 2011b), do tripé “Capital, Trabalho e Estado”, como categoria essencial para a compreensão do objeto de estudo da presente pesquisa. Logo, fundamentada, entre outros, em Frigotto (2009, 2010a, 2010b, 2012a, 2012b), Kuenzer (2002, 2008, 2011), Ramos (2010, 2011a, 2012), Ciavatta e Ramos (2012); esta pesquisa buscou levantar elementos condicionantes na formação do trabalhador, decorrentes das mudanças originadas pela reestruturação produtiva e acumulação flexível, explicitando as implicações para a Educação Profissional a partir da década de 1990. Nesse percurso investigativo, o exame das bases conceituais e categorias evidenciadas no Parecer CNE/CEB nº 11/2012 e na Resolução CNE/CEB nº 06/2012 deu-se, entre outros, a partir das análises de Moura (2013) e Saviani (1989, 2003), assim como o levantamento de que modo se situam esses documentos no contexto das relações entre capital e trabalho e em que medida os documentos conferiram legitimidade à educação politécnica e apontaram condições para seu desenvolvimento. A partir dessas análises, identificaram-se avanços, retrocessos e também continuidades nas novas diretrizes, com relação às diretrizes anteriores. As diretrizes atuais abrigam contradições que, do ponto de vista de um projeto de educação, enfraquecem a ideia de formação humana integral e, nesse sentido, a possibilidade de processos formativos pautados na politecnia. Nessa perspectiva, e concordando com os autores que fundamentaram esta pesquisa, o grande desafio que se vislumbra, reside, certamente, no Ensino Médio Integrado à Educação Profissional, na sua implementação como um direito e na sua efetivação, tendo em vista um projeto de educação alinhado à perspectiva da politecnia. Assim, esta pesquisa carrega a intenção de agregar contribuições nesse campo complexo e permeado de contradições.